St. Robert’s prides itself in delivering an inclusive mathematics curriculum for all students in alignment with the school’s vision.  Our teachers engage and draw from robust research-based pedagogies for their planning and delivery of daily mathematical lessons.  These pedagogies include an explicit direct instruction model (EDI) and a student-centred model- Launch, Explore, Summarise (LES). 

 

Lesson design is aligned with both the Victorian curriculum,the Numeracy Learning progressions and information gathered from students’ assessments.  The use of the Numeracy learning progressions alongside the Victorian curriculum supports teachers to understand how aspects of numeracy develop over time and how this can be applied to support students to achieve success wherever they may be in their mathematical development.

 

In their design of mathematics lessons, teachers are striving to develop students' competency across all four mathematical proficiencies.  These are:

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• Understanding - Students build robust knowledge of adaptable and transferable mathematical concepts through the EDI model.

• Fluency - Students develop skills in choosing appropriate procedures in a flexible, accurate and efficient manner through both EDI and LES models.

• Problem Solving - Students use efficient mathematical strategies to solve problems whilst evaluating the effectiveness of these through both EDI and LES models.

• Reasoning - Students justify and explain their mathematical thinking to others.  They provide reasons for using a particular strategy and why it is more effective than others.  At the same time, they explain how they transferred their learning from one mathematical context to another using the LES model.

 

These proficiencies are applied across the three mathematical strands of:

 

• Number and Algebra

• Measurement and Geometry

• Statistics and Probability